TRAINING OF SPECIALISTS IN THE FIELD OF KNOWLEDGE 01 EDUCATION/ PEDAGOGY FOR THE SPHERE OF INCLUSIVE EDUCATION IN UKRAINE

Abstract

In the article, the author updates the problem of the readiness of educators to work in the conditions of inclusive education in Ukraine and the training of pedagogical professionals to work in an inclusive educational environment. The scientist raises the question of what specialties should be used to train specialists for the field of inclusive education: 016 Special education or 011 Educational, pedagogical sciences, 012 Preschool education, 013 Primary education. It was revealed that, according to the data of the Government portal (the only web portal of the executive authorities of Ukraine), the training of teachers and teacher assistants is one of the most important factors of highquality inclusive education at school. The author presented the results of a study of the needs of stakeholders in ensuring the quality of education in the aspect of the implementation of inclusive education and recommendations on the necessary changes to improve the quality of inclusive education. They are designed to eliminate the problems identified during the research. It was found that the readiness of educators to work in the conditions of inclusive education is extremely insufficient, including the readiness of specialists in special education. It was found that modern requests to Ukrainian institutions of higher education, which train competitive labor market specialists for the field of inclusive education, lead to the search for new approaches and the development of innovative, original educational programs. The results of the analysis of the professional standards approved by the Ministry of Economy of Ukraine regarding the presence of a requirement regarding the formation of inclusive competence in a pedagogical worker have been revealed. Educational and professional programs for the first (bachelor's) and second (master's) levels of higher education, according to which higher education institutions recruited applicants in 2022 in the context of the implementation of an inclusive paradigm in education, were studied.